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Integrating Math in a Biology
Classroom
Sahid L. Rosado Lausell, Chandana Jasti,
Barbara Hug
University of Illinois
What is Project NEURON?
• At the University of Illinois
• Educators, scientists, and graduate students
• Curriculum development
– Inquiry-based
– Connect to standards
• Professional development
– Summer institutes
– Conferences
Project NEURON Curriculum Units
• Do you see what I see? – Light, sight, and natural selection
• What can I learn from worms? – Regeneration, stem cells, and models
• What makes me tick…tock? – Circadian rhythms, genetics, and health
• What changes our minds? – Toxicants, exposure, and the environment – Foods, drugs, and the brain
• Why dread a bump on the head? – The neuroscience of traumatic brain injury (TBI)
• Food for thought: What fuels us? – Glucose, the endocrine system, and health
• What makes honey bees work together? – How genes and environment affect behavior
• How do small things make a big difference? – Microbes, ecology, and the tree of life
Available at:
neuron.illinois.edu
An Iterative & Collaborative
Development Process
Determine main understanding goals and
develop unit outline
Develop and revise lesson plan and student materials
Teachers provide feedback (based on workshops and classroom
enactments)
Scientists provide feedback
NGSS
Scientific Practices
Using mathematics
and computational
thinking
Planning and carrying out
investigations
Analyzing and interpreting
data
Constructing explanations
and designing solutions
Engaging in argument
from evidence
Obtaining, evaluating and communicating
information
CCSS – Mathematical Practice
ELISA Investigation
• Make sense of problems and persevere in solving them
Rat Recall Experiment
• Reason abstractly and quantitatively
• Construct viable arguments and critique the reasoning of others
• Model with mathematics
Microbial Scale and Mural
• Reason abstractly and quantitatively
• Model with mathematics
• Use appropriate tools strategically
Session Activity 1 Session Activity 2 Session Activity 3
Project NEURON Curriculum Units
• Do you see what I see? – Light, sight, and natural selection
• What can I learn from worms? – Regeneration, stem cells, and models
• What makes me tick…tock? – Circadian rhythms, genetics, and health
• What changes our minds? – Toxicants, exposure, and the environment – Foods, drugs, and the brain
• Why dread a bump on the head? – The neuroscience of traumatic brain injury (TBI)
• Food for thought: What fuels us? – Glucose, the endocrine system, and health
• What makes honey bees work together? – How genes and environment affect behavior
• How do small things make a big difference? – Microbes, ecology, and the tree of life
Available at:
neuron.illinois.edu
Curriculum Unit
Food for thought: What fuels us?
Glucose, the endocrine system, and health
• Lesson 1: Why is glucose important for the body and brain?
• Lesson 2: How are glucose levels regulated in the body?
• Lesson 3: How does adrenalin affect the body and the brain?
• Lesson 4: How do glucose and adrenalin affect memory in
aging populations?
• Lesson 5: How does glucose dysregulation lead to disease?
Lesson: How do glucose and adrenalin
affect memory in aging populations?
Learning Objectives
• Design and conduct an experiment about age-related differences in memory.
• Graph data and develop a scientific explanation based on the results of the experiment.
Inhibitory Avoidance Task
Testing the effect of glucose and adrenalin on memory. I’m as
happy as a
rat in the dark.
Injected with: saline, glucose, or adrenalin
Adrenalin & Glucose
Adrenalin Glucose
Adrenalin binds receptors on liver and signals release of glucose into bloodstream
Blood Brain Barrier • allows glucose to
enter brain • Blocks adrenalin
Glucose & Adrenalin
Rat Recall Experiment Driving question for experiment: How do adrenalin and
glucose affect memory in aging populations?
Age Treatment type Treatment dosage
• Young • Old
• Saline • Glucose • Adrenalin
• Low • Medium • High
Rat Recall Experiment
Young Old
Saline: ~6 seconds
Saline: ~6 seconds
Young rats Glucose
Old rats Glucose
Young rats Adrenalin
Old rats Adrenalin
Do adrenalin and glucose affect memory in aging populations?
1. Develop a hypothesis to test (today: divide up trials)
2. Open Rat Recall on the laptops
3. Choose the appropriate variables for your trials
4. Conduct the experiment (run 3 trials for each set of variables)
5. Collect and graph data (use the average of the 3 trials)
6. Draw conclusions
(15 minutes)
Rat R
ecall
Results Adrenalin
Glucose
Adrenalin binds receptors on liver and signals release of glucose into bloodstream
Blood Brain Barrier • allows glucose to
enter brain • Blocks adrenalin
Glucose & Adrenalin Results
Young Old
Saline: ~6 seconds
Saline: ~6 seconds
Rat Recall Activity
Reflect on the activity by discussing with a partner:
– How does the activity promote NGSS Scientific Practices and CCSS Mathematical Practices?
– What accommodations/modifications would you make to teach this in your classroom?
– How could you incorporate this activity into your curriculum?
• To align with NGSS
• To incorporate math concepts
Curriculum Unit
How do small things make a big difference?
Microbes, ecology, and the tree of life
• Lesson 1: How did the tree of life change through history?
• Lesson 2: What is the current tree of life model?
• Lesson 3: What are microbes?
• Lesson 4: What does a microbial ecosystem look like?
• Lesson 5: How do microbes interact with humans?
• Lesson 6: What can happen when my microbiome is
disturbed?
Curriculum Unit
How do small things make a big difference?
Microbes, ecology, and the tree of life
• Lesson 1: How did the tree of life change through history?
• Lesson 2: What is the current tree of life model?
• Lesson 3: What are microbes?
• Lesson 4: What does a microbial ecosystem look like?
• Lesson 5: How do microbes interact with humans?
• Lesson 6: What can happen when my microbiome is
disturbed?
Lesson: What are microbes?
Learning Objectives
• Examine the diversity of microbes
• Construct conversion tables to calculate measurements in different units
• Calculate the size of microbes
• Construct a microbe mural to scale
Part 1: Putting Microbial Scale in Context
Practicing conversions and becoming familiar with the microscopic scale.
- Work through the student sheet using the customized rulers provided
(5 minutes)
Part 2: Microbe Mural Activity
Construct a microbe mural to examine aspects of microbial diversity such as their size, habitat and metabolic properties.
– How would a period, which measures 0.5mm, look like if it were magnified 5,000 times?
Part 2: Microbe Mural Activity
Putting on your “microscope eyes”…
– With a specific microbe:
• Magnify it 5,000 times (use appropriate units)
• Use the following colors
– Archaea – pink
– Bacteria – yellow
– Eukarya – green
• Construct it to scale using the rulers provided
• Place on the magnified period to compare their size
(5-10 minutes)
Microbe Mural Activity
Reflect on the activity on your own:
– How does the activity promote NGSS Scientific Practices and CCSS Mathematical Practices?
– What accommodations/modifications would you make to teach this in your classroom?
– How could you incorporate this activity into your curriculum?
• To align with NGSS
• To incorporate math concepts
Curriculum Unit What changes our minds?
Toxicants, exposure, and the environment
• Lesson 1: What changes our minds?
• Lesson 2: How do we define what changes our minds?
• Lesson 3: How does the environment magnify our exposure to
toxicants?
• Lesson 4: Where are toxicants and how much are we exposed?
• Lesson 5: How can an environmental toxicant affect Daphnia?
• Lesson 6: Toxicants in action: What changes the cell?
• Lesson 7: If it’s harmful, why do we use it?
Curriculum Unit What changes our minds?
Toxicants, exposure, and the environment
• Lesson 1: What changes our minds?
• Lesson 2: How do we define what changes our minds?
• Lesson 3: How does the environment magnify our exposure to
toxicants?
• Lesson 4: What are toxicants and how much are we exposed?
• Lesson 5: How can an environmental toxicant affect Daphnia?
• Lesson 6: Toxicants in action: What changes the cell?
• Lesson 7: If it’s harmful, why do we use it?
Lesson: Where are toxicants and how much
are we exposed?
Learning Objectives
– Describe exposure to toxicants and how scientists monitor levels of toxicants in the body.
– Define, create, and interpret a standard curve to determine the quantity of an unknown.
– Explain how toxicant levels can be quantified using the ELISA method.
– Compare the ELISA method to other methods that evaluate the concentration of unknown samples.
ELISA Activity
Use the ELISA method to quantify how much toxicant is present in a sample.
– Browse through the Student Sheet to see the connections between science and math.
Discussion
• How does the activity promote NGSS Scientific Practices and CCSS Mathematical Practices?
• What accommodations/modifications would you make to teach this in your classroom?
• How could you incorporate this activity into your curriculum?
To align with NGSS
To incorporate math concepts
Acknowledgements
• NIH, SEPA
• University of Illinois
– Project NEURON
This project was supported by SEPA and the National Center for Research Resources and the Division of Program Coordination, Planning, and Strategic Initiatives of the National Institutes of Health through Grant Number R25OD011144. The contents of this presentation are solely the responsibility of Project NEURON and do not necessarily represent the official views of the funding agencies.
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